Tuesday, 19 Jul 2016

Written Answers Nos. 283-299

Legislative Measures

Questions (283)

Carol Nolan

Question:

283. Deputy Carol Nolan asked the Minister for Education and Skills the sections of the Teaching Council Act 2001 that have not been commenced; and if he will make a statement on the matter. [22409/16]

Written answers

Minister for Education and Skills

Under the Teaching Council Act 2001, the Teaching Council is, since 2006, the body with statutory authority and responsibility for setting standards for and regulation of the teaching profession.

The Teaching Council Act has been commenced on a phased basis in a logical sequence.

Most sections were commenced on establishment day, 28 March 2006. Section 7(2)(f) and (g) were commenced on 1 September 2012, enabling the Council to establish procedures and criteria for induction and probation of newly qualified teachers.

On 28 January 2014, section 30 was commenced, requiring all teachers in teaching posts in schools recognised for Oireachtas funding to be registered with the Teaching Council, except in the most urgent and exceptional cases.

The Act of 2001 was amended in the Teaching Council (Amendment) Act 2015, to provide for, inter alia, the Garda vetting of teachers on a statutory basis, and how a complaint to the Council in relation to a registered teacher will be dealt with.

The next step in the commencement schedule is Part 5, which will enable the Teaching Council to investigate a complaint against a teacher, and where a finding is made, to impose a range of sanctions ranging from advice to removal from the register.

Officials of my Department are liaising closely with the Teaching Council in relation to the arrangements for Part 5, and I intend to commence that part shortly, along with other sections of the amended Act.

The final section of the Act to be commenced is section 39, which will enable the Teaching Council to review and accredit programmes of continuing professional development for teachers. The timing of the commencement of section 39 will have regard to Cosán, the national framework for teacher learning, which is being developed by the Teaching Council with a view to full implementation in 2020.

Child Abuse

Questions (284)

Carol Nolan

Question:

284. Deputy Carol Nolan asked the Minister for Education and Skills the total number of victims of child sex abuse that have received offers of payment from the State in view of the O’Keeffe judgment; and if he will make a statement on the matter. [22410/16]

Written answers

Minister for Education and Skills

The European Court of Human Rights (ECtHR) judgment in the case of Louise O'Keeffe delivered on 28th January 2014, determined that there had been a violation by Ireland of Articles 3 (prohibition of inhuman and degrading treatment) and Article 13 (right to an effective remedy) and awarded the applicant €30,000 in respect of pecuniary and non-pecuniary damages and €85,000 in costs and expenses.

In its response to the judgment, the Government agreed in December 2014 that out of court settlements be offered in those extant cases of school child sexual abuse being brought against the State where the cases come within the terms of the ECtHR judgment and satisfy the Statute of Limitations. The State Claims Agency (SCA), who manage such cases on behalf of the State, was mandated to offer out of court settlements in current and future litigation where the circumstances of the cases come within the terms of the European Court judgment and are not statute barred. In this regard, the SCA has made settlement offers which have been accepted in 6 cases.

Departmental Legal Costs

Questions (285)

Carol Nolan

Question:

285. Deputy Carol Nolan asked the Minister for Education and Skills the total amount paid by the State in fees to legal professionals for the purposes of defending the O’Keeffe case and other cases of school day sex abuse litigation; and if he will make a statement on the matter. [22411/16]

Written answers

Minister for Education and Skills

The State Claims Agency are mandated to manage these cases on behalf of the State. The legal fees paid in respect of these cases for the past 5 years are set out in the following table.

Legal Fees Paid by the State 2011 to date in cases of historical day school abuse litigation.

Year	Amount
2011	€24,785.28
2012	€2,945.55
2013	Nil
2014	€198,672.67
2015	€149,626.85
2016	€229,264.70

Delivering Equality of Opportunity in Schools Scheme

Questions (286)

Carol Nolan

Question:

286. Deputy Carol Nolan asked the Minister for Education and Skills the amount that has been allocated to the DEIS programme over each of the past ten years; and if he will make a statement on the matter. [22412/16]

Written answers

Minister for Education and Skills

The information requested by the Deputy is set out in the following table:

Table 1, on DEIS Expenditure, illustrates the yearly expenditure on the DEIS programme from 2006 to 2015 and the 2016 estimate as well as the total number of schools participating in the programme.

Table 1: DEIS Expenditure

Year	Total Number of Schools	Total DES Expenditure €m	Total DSP Expenditure €m	Total DCYA Expenditure €m	Total Overall Funding for DEIS
2006	873	139.80	Not Available	n/a	139.80
2007	873	159.99	28.2	n/a	188.19
2008	876	161.51	32.3	n/a	193.81
2009	881	151.12	31.1	n/a	182.22
2010	881	139.59	35.0	n/a	174.59
2011	866	112.32	35.0	30.26	177.58
2012	860	111.44	35.0	26.89	173.33
2013	851	112.80	36.8	26.45	176.05
2014	849	111.09	16.6	24.76	152.45
2015	836	110.69	38.8	24.76	174.25
2016	836	110.27	42.0	24.76	177.03

Notes on Table

Changes in the total number of schools reflect school amalgamations or closures.

In 2011 under the National Education Welfare Board (Transfer of Departmental Administration and Ministerial Functions) Order, 2011 responsibility for the School Completion Programme (SCP) transferred to the Minister for Children and Youth Affairs. SCP funding transferred from Department of Education and Skills to the Department of Children and Youth Affairs in the same year.

Education Policy

Questions (287)

Carol Nolan

Question:

287. Deputy Carol Nolan asked the Minister for Education and Skills if the report on science, technology, engineering and mathematics has been finalised and presented to his Department; the timeframe for publication of the report; and if he will make a statement on the matter. [22413/16]

Written answers

Minister for Education and Skills

I am awaiting the final report from the STEM Education Review Group. When I receive the final report, I will request the relevant Oireachtas Committee to review the recommendations contained in the report in line with the commitment given in the Programme for Government.

Lansdowne Road Agreement Implementation

Questions (288)

Carol Nolan

Question:

288. Deputy Carol Nolan asked the Minister for Education and Skills the reason he intends to apply the recommendations of the Cush and Ward reports only to those who have signed up to the Lansdowne Road agreement; and if he will make a statement on the matter. [22414/16]

Written answers

Minister for Education and Skills

Expert Groups to consider and report on the level of fixed-term and part-time employment in teaching and in third-level lecturing were established under the Haddington Road Agreement.

In respect of the Report of the Expert Group on Fixed-Term and Part-Time Employment in Lecturing (also known as the Cush Report), my Department has issued circular letters to employers in the third-level sector, setting out the detailed arrangements and procedures to begin implementation of the recommendations to academic staff who are covered by the Lansdowne Road Agreement.

The recommendations of the Report of the Expert Group on Fixed-Term and Part-Time Employment in Teaching (also known as the Ward Report) enable new teachers to gain permanent employment and full hours more quickly than before. The recommendations as set out in Circular 0023/2015 will continue to apply to primary teachers as INTO have accepted the Lansdowne Road Agreement.

The Ward Report recommendations as they apply in the post-primary sector are set out in Circular 0024/2015 and this Circular will continue to apply to post-primary teachers who are covered by the Lansdowne Road Agreement, as TUI have accepted the Agreement.

As communicated by my Department previously, in opting to withdraw from the Lansdowne Road Agreement, ASTI members are also opting to forego a series of benefits and protections, including the withdrawal of the Ward Report benefits. Circular 0024/2015 has now been withdrawn in respect of post-primary teachers who are not covered by the Lansdowne Road Agreement. CID arrangements for such teachers will revert to the arrangements contained in Circular 34/2009, which include:

- A teacher must have in excess of 4 years continuous service before becoming eligible to be considered for a CID;

- A teacher with a part-time CID must hold additional hours for in excess of 4 continuous years before becoming eligible to have those hours considered for inclusion in their CID;

- The fact that a teacher is employed to cover the absence of another teacher on career break or secondment will resume as objective grounds for refusing a CID;

- Access to the CID Adjudication system will only be available to teachers who have in excess of 4 years continuous service.

Special Educational Needs Staff

Questions (289)

Carol Nolan

Question:

289. Deputy Carol Nolan asked the Minister for Education and Skills the terms of reference of the review of the scheme for special needs assistants to be carried out by the National Council for Special Education; and if he will make a statement on the matter. [22415/16]

Written answers

Minister for Education and Skills

The Deputy will be aware that on 14th June, 2016, I announced that 860 additional Special Needs Assistants will be available for allocation to schools over the period September to December 2016, a 7% increase, in order to meet the level of identified demand.

This will bring the total number of Special Needs Assistants to 12,900, at a total gross annual cost of €425m. This increase reflects the growing participation of children with Special Needs and will support their full participation and progression within the educational system.

I also announced, at that time, that the Government has decided to proceed with a comprehensive assessment of the SNA Scheme, to be carried out by the National Council for Special Education (NCSE), a significant part of which will include consultation with relevant stakeholders. The aim of this process will be to provide better outcomes for students with special educational needs and to ensure that we are making the best form of investment for children with special needs.

The terms of reference and timeframes for this assessment are currently being developed. On completion of the assessment, the NCSE will submit its report and recommendations to me.

Apprenticeship Programmes

Questions (290)

Carol Nolan

Question:

290. Deputy Carol Nolan asked the Minister for Education and Skills the occupations, trades or professions for which there is an apprenticeship currently established; and if he will make a statement on the matter. [22416/16]

Written answers

Minister for Education and Skills

The list of existing 27 apprenticeship trades is set out in the following table.

Trades Construction

Brick & Stonelaying

Carpentry & Joinery

Floor & Wall Tiling

Painting & Decorating

Pipefitting

Plastering

Plumbing

Stonecutting & Stonemasonry

Wood Manufacturing & Finishing

Aircraft

Aircraft Mechanics

Electrical

Electrical Instrumentation

Electronic Security Systems

Instrumentation

Refrigeration & Air Conditioning

Engineering

M.A.M.F.

Farriery

Industrial Insulation

Metal Fabrication

Sheet Metalworking

Toolmaking

Motor

Agricultural Mechanics

Construction Plant Fitting

Heavy Vehicle Mechanics

Motor Mechanics

Vehicle Body Repairs

Printing

Print Media

Apprenticeship Programmes

Questions (291, 292)

Carol Nolan

Question:

291. Deputy Carol Nolan asked the Minister for Education and Skills the occupations, trades or professions for which there are new apprenticeships being developed; and if he will make a statement on the matter. [22417/16]

Carol Nolan

Question:

292. Deputy Carol Nolan asked the Minister for Education and Skills the timeframe for the establishment of a new apprenticeship; the details of the apprenticeships that are at various stages of development within his Department; the timeframe involved to bring these on stream; and if he will make a statement on the matter. [22418/16]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 291 and 292 together.

In January 2015, the Apprenticeship Council formally invited proposals for new apprenticeship programmes from consortia of enterprise, professional bodies and education and training providers. Over 80 separate proposals were received following strong engagement with stakeholders by the Department of Education and Skills, the Apprenticeship Council, SOLAS and HEA, as well as other relevant Departments and Agencies.

The Council assigned category 1 status to 25 proposals which were deemed to be at an advanced stage of design, planning and collaboration between education and industry and ready to enter a detailed development phase. The Council is working closely with the proposers of these new apprenticeships with a view to developing them into sustainable apprenticeships that can be delivered on a nationwide basis. A list of the 25 category 1 proposals are attached.

Up to ten of these proposals will be in a position to move to enrolment in 2016. The programmes identified have a good spread in both duration and level on the National Framework of Qualifications and have the potential to create up to 500 registrations in 2016. The programmes identified are as follows: Accounting Technician, International Financial Services (IFS) Associate Professional, IFS Specialist, IFS Advanced Specialist, Industrial Electrical Engineer, Insurance Practitioner, OEM Engineer, HGV Driver, Baker and Commis Chef. The bulk of the remaining category one proposals will enrol during 2017.

Category 1 Proposals

Apprenticeship Title

Accounting Technician

Butchery and Fresh Food Retail

OEM Technician

Travel Professional

Advanced Craft Welder

Craft Welder

Telecommunications Field Technician

Network Engineering

Software Developer

International Financial Services (IFS) Generalist

IFS Advanced Specialist

IFS Specialist

Baker

Manufacturing Engineer

Manufacturing Technician

HGV Driver

Sous Chef

Chef de Partie

Commis Chef (2 proposals but now merged)

Executive Chef

Industrial Electrical Engineer

Warehouse and Distribution Operative

Polymer Processing Technician

Insurance Practitioner

School Transport Review

Questions (293)

Carol Nolan

Question:

293. Deputy Carol Nolan asked the Minister for Education and Skills if he has determined the terms of reference for the review of the school transport scheme; the date upon which the review is to commence; and if he will make a statement on the matter. [22419/16]

Written answers

Minister of State at the Department of Education and Skills

The Programme for Government commits to review the concessionary charges and rules element of the School Transport Scheme prior to Budget 2017.

This Review which has commenced will encompass an overview of the School Transport Scheme including the current position regarding school transport on a concessionary basis, identify issues regarding the concessionary charges and rules element and make recommendations on concessionary school transport.

Special Educational Needs Service Provision

Questions (294)

Carol Nolan

Question:

294. Deputy Carol Nolan asked the Minister for Education and Skills his plans to publish the focused policy assessment of the special needs assistants scheme; and if he will make a statement on the matter. [22420/16]

Written answers

Minister for Education and Skills

Recent years have seen very significant increases in the number of Special Needs Assistants (SNAs) which are being provided to school to support children with special educational care needs. The number of SNA posts available for allocation to schools has increased from 10,575 posts in 2011, to 12,040 to June 2016. In the same period the number of children accessing SNA support has grown from approximately 22,000 to some 30,000 by the end of 2015.

The increase in SNA numbers has also been supported by a very significant increase in the Budget for SNAs, rising from €332 million in 2011 to €402 million by the end of 2015.

This has provided for a higher level of SNA support than ever before, which ensures that children with special educational needs can continue to participate in education and be supported in a manner appropriate to their needs.

However, it is also incumbent upon us to continue to review the scheme in order to ensure that the scheme is meeting its objectives to support children with special needs in schools, in the intended manner. A further review of the scheme was undertaken, which took the form of a Focussed Policy Assessment (FPA).

This FPA forms part of the Department of Education and Skills (DES) commitment to the Public Spending Code (PSC) and evidence informed policy making. Throughout this process, the priority is what the best form of additional investment is for children with special educational needs and how to provide the best possible outcomes for those children.

The Report of the FPA will be published shortly and next steps will be considered.

Education Policy

Questions (295)

Carol Nolan

Question:

295. Deputy Carol Nolan asked the Minister for Education and Skills if his Department has commenced the review of the barriers to education for lone parents; when the review will be concluded; the terms of reference of the review; and if he will make a statement on the matter. [22421/16]

Written answers

Minister for Education and Skills

In line with the Programme for Government commitment, an independent expert has been engaged by my Department to review the obstacles to lone parents participating in and completing higher education, with a view to making recommendations.

The review is currently under way and is expected to be completed in the autumn. The terms of reference for the review are attached.

The successful Tenderer will

- Examine existing data to identify the trends in participation and completion rates by lone parents in higher education, and identify measures to strengthen data collation on lone parents in the future.

- Describe the range of measures that are currently available to support lone parents in accessing higher education, including supports in the school and further education sectors

- Identify obstacles and challenges for the various different categories of lone parents in accessing and completing higher education programmes

- Recommend additional measures that would support the different categories of lone parents to access and complete higher education programmes, and provide costings for those recommendations

- Highlight potential models of ‘good practice’ in Ireland or elsewhere that could be considered for wider dissemination.

- Report on progress to a steering committee that will be chaired by the Department of Education and Skills, and which will comprise representation from the Departments of Social Protection, and Children and Youth Affairs.

- Produce a report on the outcome of the review, including findings and recommendations, before 31 August 2016.

Question No. 296 answered with Question No. 242.

Autism Support Services

Questions (297)

Mattie McGrath

Question:

297. Deputy Mattie McGrath asked the Minister for Education and Skills the plans in place to develop autism spectrum disorder units at primary and secondary level schools in Clonmel, County Tipperary; the numbers of those diagnosed with an autism spectrum disorder in County Tipperary; the number of autism spectrum disorder units in Tipperary and their location and capacity; and if he will make a statement on the matter. [22506/16]

Written answers

Minister for Education and Skills

The Deputy will be aware that this Government is committed to ensuring that all children with Special Educational Needs, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.

Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.

There are approximately 14,000 students with ASD in the school system.

- 63% are educated in mainstream classes

- 23% are educated in special classes in mainstream primary and post-primary schools; and

- 14% are educated in special schools.

In respect of children with ASD who cannot be accommodated in mainstream education, they may be enrolled in special classes or special schools where more intensive and supportive interventions are provided.

The Deputy will also be aware that it is the role of the National Council for Special Education (NCSE) to make appropriate arrangements to establish special classes in schools in communities where the need for such classes has been identified.

Progress in developing this network has been significant and in addition to the special school placements there are currently over 1,000 special classes throughout the country at primary and post primary level of which 765 are for children with Autism. This figure will increase to 1,153 special classes available next year of which 889 will be for children with Autism.

The NCSE has advised that for the coming school year there will be 127 early intervention classes, 525 primary ASD classes and 237 post-primary ASD classes, which represents an increase of approx. 16% on 2015/16 classes for children with autism.

Of these there will be 42 ASD classes in Co. Tipperary, including 8 Early Intervention Classes for children who are not yet school going age, 20 primary school classes and 14 post primary level classes in mainstream schools. 6 of these classes are new classes due to open in September 2016, 5 in primary schools and 1 in a post primary school. This will result in the provision of 48 places in early intervention classes, 120 places for primary school pupils and 84 places for post primary pupils in Co. Tipperary. There are currently 5 ASD special classes at primary level in Clonmel.

Details of all special classes for children with special educational needs, including those in Co. Tipperary, are available on www.ncse.ie in county order, with new classes identified.

The NCSE's Policy Advice on Supporting Students with Autism Spectrum Disorder (ASD) in Schools which was published on 15th July 2016 indicates a national ASD prevalence rate of 1.5% or 1 in every 65 students. The NCSE does not have a prevalence rate specific to Co. Tipperary.

Schools Refurbishment

Questions (298)

Pat Buckley

Question:

298. Deputy Pat Buckley asked the Minister for Education and Skills if he will provide necessary funding for the refurbishment of a school (details supplied) which was recently damaged in a fire; and the steps he will take to ensure that students of the school do not have their education disrupted in the intervening period. [22570/16]

Written answers

Minister for Education and Skills

My Department has been in direct contact with the school referred to by the Deputy regarding the recent fire.

My Department expects that the school's insurers will fund the cost of replacing the accommodation damaged in the fire, including the cost of providing interim accommodation to facilitate the school's operation from 1 September next. My Department will continue to liaise with the school and to monitor developments.

School Funding

Questions (299, 313)

Carol Nolan

Question:

299. Deputy Carol Nolan asked the Minister for Education and Skills his plans to provide capital funding to a school (details supplied) following the fire that has destroyed another school, designated as the new home for the school; and if he will make a statement on the matter. [22611/16]

Charlie McConalogue

Question:

313. Deputy Charlie McConalogue asked the Minister for Education and Skills if he will reassert his Department's commitment to ensuring that a school (details supplied) is provided with appropriate accommodation on the site of the former boys' national school in Moville, County Donegal; and if he will ensure that his Department engage proactively with the board of management to ensure that the additional challenges presented by a recent fire at the site can be addressed and a plan agreed to ensure completion of the project. [22760/16]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 299 and 313 together.

My Department has been liaising directly with the Patron and the Chairperson of the school referred to by the Deputy regarding the recent fire at a property intended to accommodate the school in question in due course.

At this stage it is to early to determine the level of structural damage, however I understand that a member of my Department's technical service will arrange to visit the referenced property shortly. The Deputy will appreciate that the matter is fluid at the moment but the outcome of the technical site visit is expected to suggest a way forward. I understand that the statutory authorities will also be conducting a technical investigation of the matter.

I wish to assure the Deputy that my Department will continue to liaise with the school as matters develop. In the meantime, the school in question will continue to be accommodated in its current temporary location.